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Student Teaching Internship Fall 2013

Teacher: Elizabeth Sanden Date: Wednesday, October 2, 2013 Subject Area: ELAR Grade Level: 2nd Objective: TSW make inferences and understand story elements of a work of fiction (9B); and will listen attentively to their teacher and peers when asking and responding to relevant questions (28A). TEKS: (9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe main characters in works of fiction, including their traits, motivations, and feelings. (28) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers and ask relevant questions to clarify information. Materials/Resources/Equipment Needed: The Legend of Spookley the Square Pumpkin by Joe Troiano, student story elements flip book previously made, set of laminated sentence strips, large piece of poster board or paper with the words Our Story Elements written in its center in large black letters, dry erase or vis--vis markers, student journals or notebook paper, colored pencils (optional), assortment of pumpkins and gourds, class set of Story Elements printout. Duration: 30-45 minutes Anticipatory Set: Teacher enters the room looking different; this could be a funny hat or unusual clothing. As she walks in, the teacher asks the students if she looks different. (Wait for responses.) Then the teacher will ask why the students think that she looks different. What makes me look different than you? (Wait for responses.) Have you ever felt that someone didnt like you because you were different than them? (Rhetorical question just have the students think about that.) Today we are going to read a story about a pumpkin who thinks that he is different. Ask the students to think about the different story elements, and the 5 Ws, while listening to the story. Instructional Delivery: In the form of a Read Aloud, read the book The Legend of Spookley the Square Pumpkin by Joe Troiano to the class as a whole. While reading ask the students questions pertaining to the book to check for understanding. Facilitate opportunities for the students to make inferences in the story. Check for Understanding: With the class still together as a whole, use the different sentence strips to have the students label the different story elements (Title, Author, Characters, Setting, ect.). As the students are able to fill out the strips, the teacher will have them come up to the front of the room and stick them to the giant paper that has been previously labeled Our Story Elements. Be sure to include that in the 5 Ws Model the Who is the same as asking who the Character is, the What is talking about the Plot, ect. Refer back to the story and its pages, when needed, to verify the students answers.

Guided Practice: Pass out the student journals or a piece of notebook paper. Discuss the main character of the story with the students. Have the students share why they thought that Spookley was so different. Ask them if they think that his differences were good or bad (harmful or beneficial). Explain that all people and creatures are different, no two are exactly alike. Let the students know that it is the things that make us different and unique that also make us so very special. Also explain how we are characters in our own life story. In their journals, the students will work independently to draw an illustration of themselves (self-portrait). Under their illustration, the students will write 3-5 sentences about themselves and tell the reader what makes them different or unique. While the students are working at their desks the teacher will walk around the room to monitor the students. Look for complete sentences and good descriptive words. After the students are finished with their journal entry allow them to share their picture and description with their neighbor. After about one or two minutes of sharing have the students share with the class one thing they liked about their neighbors journal entry. Extension: Set out the assortment of pumpkins and gourds in front of the students while the class sits in a circle on the floor or in their desks. Have the students share what they have learned about physical properties of matter and classifying objects in their Science class. Ask the students to pick one pumpkin or gourd and describe it to the class in terms of its physical properties. Let the students take turns sharing with the class how they would classify the different pumpkins and gourds. Closure: Recap the story elements of the book that was read. Give the students the Story Elements paper to take home and complete using the book that they choose to read for their reading log.